International American School of Warsaw Syllabus …...Attendance: Students are expected to adhere...

International American School of Warsaw

Syllabus

Grade 9

General Syllabus: English Fundamentals Grade 9, 2019-20

Teacher: Matthew Krasner, [email protected], bit.ly/krasner9, Microsoft Teams, Managebac English Grade 9

Materials: Books/Plays: “12 Angry Men”; “The Absolutely True Diary of a Part-Time Indian”; “Persepolis” (graphic novel); “Of Mice and Men”

Stories: “Gaston”; “Salvation”; “Bicycles, Muscles and Cigarettes”; “Beauty: When the Other Dancer is the Self”; “Two Kinds”

Poets: many of them! tba

Films/Documentaries: “Eddie Aikau”

Non-Fiction: “Fatal Distraction”

Textbook: Oxford First Language English

I purchase books or provide Xeroxed copies/pdf files; students reimburse me for purchased books. The system allows for flexibility and selection based on student interest.

Study Units Short Story

4-5 selected short works, from classic to contemporary

Students will be able to write “personal essay” based on the works

Beware of the plot mountain! (it’s actually an arc or swoosh)

Poetry

A unique YEAR-LONG program, including as many poems as there are students

Students will be able to lead a discussion based on their own “poem commentary”

Beware of…..liking poetry?

Prose Works: The Novel, Drama

2 longer works that test students’ long term memory and attention skills

Students will be able to handle traditional reading comprehension exams and

write an “academic essay” (comparing multiple works)

Students will maintain reading “logs” to capture and reflect on important detail

Students will take part in the live reading of a work of drama

Beware of ‘active reading’ (reading with a pen or highlighter)!

Public Speaking: Political or Inspirational Speech

Based on themes derived from the reading list

Students will be able to deliver an engaging speech on a topic dear to them

Beware of becoming the teacher!

Vocabulary

3-4 units based on word banks pulled from the reading list

Students will be able to use multiple word forms based on the same root, use vocabulary in context, and create stories based on randomly selected words

Beware of the vocabulary sheet!!!!

Grammar

3-4 units based on Cambridge FCE exam preparation, including study of: Fragments, run-ons vs. complete sentences; clauses vs. phrases; main and subordinate clauses; commas vs. periods; 5 comma rules; dialogue rules; using prefixes and suffixes to build from roots; using abstract nouns and phrasal verbs

Beware of actually having fun while gaining some grammar mastery of English!

Writing

All readings are followed by response work that focuses on interpreting text, developing ideas, and providing support, leading to the following assessments:

Poem commentary

Narrative essay

Literary essay

Comparative essay

Opinion pieces; expose

Text for oral presentation (speech)

Beware of becoming a good writer!

Aims and Objectives:

• Read a wide range of texts, fluently and with good understanding, enjoying and

appreciating a variety of language

• Read critically, and use knowledge gained from wide reading to inform and improve their

own writing

• Write accurately and effectively, using Standard English appropriately

• Work with information and with ideas in language by developing skills of evaluation,

analysis, use and inference

• Listen to, understand, and use spoken language effectively

• Acquire and apply a wide vocabulary, alongside a knowledge and understanding of

grammatical terminology and linguistic conventions.

Attendance: Students are expected to adhere to the school wide attendance policy. My own

grading policy is as follows (absences per semester):

0-3 absences – excellent

4-6 absences – acceptable

7-10 absences – parent-teacher meetings

10+ absences – unacceptable

If you are absent from class, it is your responsibility to find the homework assignment and complete it on time. That means checking the class website, the ManageBac LMS, asking a fellow student, or emailing me. It’s that easy.

If you miss class, you are still responsible for the assigned homework.

Punctuality: Routine tardiness will be considered the same as an absence and effect your grade. If you must arrive late to class, do so quietly without interrupting the lesson.

Plan: The fall semester features units in poetry and short story, building up towards study of a novel and play. In the spring, we look at forms of journalism while continuing with our study of longer works, sometimes non-fiction. During both semesters, we spend one day per week on grammar and vocabulary. We also close the year with creative writing and speaking tasks, including speeches and monologues (performance). There are four grading periods to correspond with parent-teacher meetings.

Assessment: The course is built around four major areas: literary response/composition, reading comprehension/exams, public speaking, and grammar & vocabulary. During each grading period, major assessment will take the form of literary commentaries/essays, a reading comprehension exam, vocabulary exams, a grammar exam, and a speaking assignment. Minor assessment will take the form of general homework and quizzes.

Following is a general guideline to semester grades:

Reading Comprehension and Vocabulary Exams 25%

Composition and Projects 35%

Grammar Exams (including language and mechanics) 10%

Weekly Homework and Quizzes 30%

Assessment follows the internal school scale of 1-6: F-A+

Assessment Forms:

• Poem Commentary: A developed literary response that begins with organic first impressions and builds towards an in-depth subjective analysis.

• Narrative Essay: A developed literary response that relates themes taken from one short story studied to a personal experience.

• Political or Inspirational Speech: An engaging public talk in response to the biography unit that answers the question what is a hero.

• Monologue: An imaginative text that is written from the point of view of one of the characters studied in the literature units.

• Comparative Essay (final): A developed literary response that draws comparisons and contrasts across three unique genres: poetry, short prose and long prose.

• Project Based Learning: in response to “12 Angry Men”, participation in an actual jury debate on a controversial and genuine contemporary case

Final Exams: Finals occur in June and consist of reading comprehension and writing components, mirroring the English B model as part of the IB Diploma course. The finals grade accounts for 20% of the final yearly average. Student progress from first to second semesters, and to finals is greatly considered.

Semester I 40%

Semester II 40%

Finals 20%

IAS Times: Talented writers will be encouraged to include their work in the IAS newspaper. Suitable works include news reports and opinion pieces, book and film reviews, and special interest features, and creative writing. This is a great outlet for students who wish to receive a little recognition for their abilities.

Poetry (again): We usually feature a single poem each week, to be presented and interpreted by a student. Everyone gets a poem, whether they like it or not. In this way, poetry will become part of your regular diet, not merely a teacher selected dessert.

Assignments: All homework is typed and submitted via ManageBac. Typed work reflects more focused attention and should become a common practice. Late assignments are accepted but marked down accordingly.

Course Blog: All lesson summaries are maintained on the course blog at bit.ly/krasner9. This will be a useful resource for you throughout the year.

Final Words: Two things—one, “crap” is where most of us start from before getting anywhere good. So you should not feel ashamed or embarrassed about sharing your “crap” with the rest of the class. This applies to journal writing, rough drafts and class discussions. Share everything. Say something, and then you will see it’s possible to say it better [in the garden analogy, crap really does become a flower ☺] And two, remember that “writing is revising”. If you take away one thing from this course, it must be that writing is a process. It will apply to almost anything you wish to accomplish in life. Stress, accomplish.

History Syllabus - GRADE 9

Teacher:

Ethan Ruby.

You can reach me at [email protected] where I will gladly answer any questions or concerns

you may have.

Resources:

Text: Cambridge IGCSE and O Level History Option B: The 20th Century, 2nd Edition

Video: Both in the form of short clips (2-5 minute) and longer pieces (10-30 min). These videos

will be made available on Managebac.

Other: News articles and other relevant sources will be utilized throughout the course and

uploaded to Managebac.

Course Description:

The course will cover a broad range of topics, focusing on developments in Europe and the US,

particularly in the first half of the 20th century during the build up towards the Second World

War. The course will consist of two lessons per week, with a combination of analysis, discussion

of topics, role-play activities, case studies and research projects.

Assignments:

For detailed information on assignments, please refer to ManageBac.

Project Based Learning: For each unit, the students will be given a task/assignment that would

involve independent research/practice. This task could be a Segway activity into the next unit, or

a supplement to what has been thought and reviewing the materials through interacting with the

tasks.

These include, but will not be limited to:

• Treaty negotiation simulation

• International Law Project Presentations.

• Appeasement Debate

• Group presentations on what was most to blame for WWII

• New Deal for and against Debate

• Choose-your-topic presentations from the US section.

• In-depth research and presentations (likely on Germany 1919-1945).

Examinations:

Tests will in the format of multiple choice, short answer, and (possibly) a longer written

response. This method of testing will allow students to formulate clear arguments, provide

evidence, use images to formulate answers, and will help develop their essay writing skills, all

the while demonstrating their grasp of core concepts.

mailto:[email protected]

Grading:

10% Class Participation

15% Quizzes

25% Projects

20% Homework

30% Tests

Date and Themes Aims – Description/Objectives Assessment

September-Nov:

Introduction to

History and the

Treaty of Versailles

What is History?

Were the peace treaties of 1919-1923 fair?

Put yourselves in the shoes of the people

involved: how did they feel before, during

and after the treaty negotiations?

Unit Test

Classwork/Homework.

Treaty Simulation

November - January:

League of Nations

and International

Law

To what extent was the League of Nations a

success?

The ideas behind and realities/limitations of

international law – both then and now.

Unit Test

Classwork/Homework

International Law

Project Presentations

February - April:

Collapse of

International Peace

What were the long term consequences of the

peace treaties of 1919-23 and the failure of

the League of Nations?

Who (and what) was to blame for the

outbreak of WWII?

Unit Test

Classwork/Homework

Appeasement Debate.

Group presentations of

what was most to blame

for WWII

May - June:

The USA 1919-1941

Economic boom and change in the 1920’s

(women’s rights, prohibition, other social

movements.)

Causes/consequences of the Great Depression

To what extent was the New Deal successful?

Unit Test

Classwork/Homework

New Deal For/Against

Debate.

Choose your topic (from

the unit) presentations

June:

Student projects

Students choose either a topic to do more in

depth research about: either one we have

studied or about Germany from 1919-1945.

This can be in small groups or individually.

Research and

Presentations

Geography Syllabus - GRADE 9

Teacher: Ethan Ruby. You can reach me at [email protected] where I will gladly answer

any questions or concerns you may have.

Resources:

Text: EDEXCEL International IGCSE 9-1 by Pearson.

Assignments and resources such as articles and videos used will be on ManageBac.

Description:

Modern geography is essentially about gaining a critical understanding of the issues surrounding

the interaction between humans and their environments. Consequently, the course will focus

heavily on how interactions between humans and their environment occur and the consequences

that are associated with them. Of key importance is analysis of such issues is striving to

understand different perspectives. Throughout the course geographic skills will be fostered that

include use of data representation and processing, mapping, extended writing, and analysis of

data and sources.

Project Based Learning:

Throughout the units the students will be given a task/assignment that would involve

independent or group research/practice. This task could be a seg-way activity into the next unit,

or a supplement to what has been thought and reviewing the materials through interacting with

the tasks.

Learning Goals:

• To understand population trends and how humans are competing with plants and animals for

resources and living space.

• To appreciate change to sea coasts caused by land use. The sea is eroding land and homes

away. We can slow the process, but it comes at a price.

• To understand the earth’s climate regions – the ‘average’ weather in a place — and the

difference with ‘weather’.

• To understand ecosystems and their general fragility.

• To appreciate the urgency of global warming and the risk of natural disasters.

• To understand the various forms of energy which cause global warming.

Date and Themes Aims – Description/Objectives Assessment

Sept – October:

Hazardous Environments

This section focuses on three different natural

hazards that threaten people around the world:

Tropical Cyclones, Volcanic Eruptions, and

Earthquakes.

We will investigate the causes, effects and

methods of preventing these disasters.

Homework, Class

Participation,

Case Study

Project, Quiz,

Test

November – January:

Coastal Environments

Processes that create and influence the coasts.

Why are coasts important?

Homework, Class

Participation,

Quiz, Coastal


How humans threaten coasts and coastal

ecosystems.

How to manage coastal environments.

Environment

Research Project,

Test

January- March:

Rural Environments

Ecosystems in the country.

Exploitation of the environment for human

gain.

Rural environments and a changing world

Homework, Class

Participation,

Quiz, Test

April - May:

River Environments

How rivers work.

Why are they so valuable?

Risks associated with rivers: flooding,

increasing demand for water, water pollution

Homework, Class

Participation,

Quiz, Test

June:

Projects/Fieldwork

Students contribute to planning and designing

the fieldwork fieldtrip.

Present in groups: what did we find and how

could the area we went to improve how it

relates to the river environment?

Project

Participation

Examinations:

Tests will in the format of multiple choice, short answer, and (possibly) a longer written

response. This method of testing will allow students to formulate clear arguments, provide

evidence, use images to formulate answers, and will help develop their essay writing skills, all

the while demonstrating their grasp of core concepts.

Grading:

10% Class Participation

15% Quizzes

20% Projects and Papers

25% Homework

30% Tests

End of Topic Test: End of topic tests will be given at the end of each unit and will be averaged

over the year. Students will be allowed a single retake of one test throughout the course.

Final Exam: Finals occur in June and consist of content from all previous units studied over the

course.

Fieldwork Project: Students will be required to design, carry out and write-up a fieldwork

report. The stages of this will involve:

• Defining a research question and hypothesis

• Designing data collection tools and methods

• Carrying out a pilot study

• Reviewing methods

• Carrying out research

• Collating evidence

• Writing up findings

International American School Syllabus Planner 2019

Teacher: Magdalena Bońkowska (e-mail: [email protected])

Subject: Global Perspectives

Grade : 9

Unit title Aims Dates/Lesson Units

Assessment

Skills development activities

Student will get to know, practice and develop the skills that are used in Global Perspectives with relevant content (key issues, key language, stimulus material, skills practice activities, ideas for discussion, debate and practice). The skills will help the student to research on a chosen topic and present it outcomes Skills development activities practiced during the first year of the 2-year course:

1. Searching for information 2. Reading and recording 3. Setting up research 4. Identifying information and trends 5. Understanding key issues 6. Identifying causes and

consequences 7. Identifying and evaluating possible

courses of action 8. Identifying different perspectives 9. Questioning knowledge claims 10. Questioning the reliability of

information

Sep-Oct Units: 16

Individual Research Report (written, electronic, oral or virtual)

Team project Student will not only gather information for the project, but also work with a team to organize an active project – a project where you set and aim and make that aim happen. The student will need to choose one of the four topics:

- conflict and peace, - disease and health, - human rights, - language and communication

as the general ideas for the project, researching different cultural perspectives on the chosen issue

Nov-Jan Units: 20

Team Project (an active project) Team element (10 marks):

- your aim, - a brief description

of your outcome (what you did),

- an explanation of how your research into cultural perspectives helped you produce your outcome)


The student can also negotiate the change of the topic with the teacher, coming up with the interesting and convincing idea

Personal element (60 marks). It will be an individual reflective paper of 750-1000 words

Individual Report

Student will research a global aspect of one of the four topics: - belief systems, - biodiversity and ecosystem loss, - changing communities, - digital world which will be a preparation for writing an individual report on one of them, which is a continuous writing without no video or sound files. The student will develop the ability to research, analyze, evaluate information, communicate and reflect. The student can also negotiate the change of the topic with the teacher, coming up with the interesting and convincing idea

Feb-April Units: 20

Individual Report (60 marks; 1500-2000 words)

Written Paper Student will practice skills and four topics for the final examination paper, being introduced to some ideas, information and stimulus material. The student should think about issues within each topic, but also focus on applying the skills in a range of relevant contexts rather than on learning information. The topics:

- demographic change, - education, - employment, - fuel and energy

May-June Units: 16

Written Paper (70 marks; 1 hour and 15 minutes)


Assessment:

The course is built on the project-based learning (both team and individual). Major assessment will take the form of an individual research report (written, electronic, oral or virtual),

FORMAT LENGTH WRITTEN 2000 – 3,500 marks ELECTRONIC (website, blog, slide show)

2000 – 3,500 marks

ORAL (podcast, radio broadcast, recorded)

5 – 12 minutes

VIRTUAL (film) 5 – 12 minutes a team project (team element – 10 marks, personal element – 60 marks), an individual report (60 marks; 1500-2000 words) and a written paper (70 marks; 1 hour and 15 minutes). Minor assessment will take the form of a homework (research, entries in the process journal) and quizzes.

Guideline to semester grades:

Individual Research Report 20% Written Paper 20%

Team Project 20% Homework and Quizzes 15%

Individual Report 20% Participation (including behavior and attendance) 5%

Major assessment will receive a letter grade: A+, A, B+, B, C+, C, D, F

Minor assessment will receive a check grade: √+, √, √-, X (incomplete)

Materials:

Various materials will be prepared by the teacher and send to the students on ManageBac.

Books: Jo Lally Complete Global Perspectives for Cambridge IGCSE & 0 Level, Oxford University Press, 2015.

Additionally: Keely Laycock Cambridge IGCSE & 0 Level Global Perspectives Coursebook, Cambridge University Press, 2016.

Websites: www.oxfordsecondary.com/cambridge

MATHEMATICS Grade 9 TEACHER : Mehdi Syed

Head of Science Faculty : Shatavisa Khanna [email protected]

Materials:

Textbooks: Complete Mathematics for Cambridge IGCSE

Fifth Edition (Extended)

Oxford University Press by David Rayner, Ian Bettison and Mathew Taylor

Websites:

3TUhttp://www.bbc.co.uk/schools/gcsebitesize/maths/ U3 T 3TUhttp://www.waldomaths.com/U3T 3TUhttps://www.khanacademy.org/U3T 3TUhttp://www.geogebra.org/cms/en/U3T 3TUhttp://quizlet.comU3T

U3T

3TUhttp://www.youtube.com/U3 T 3TUhttp://resources.woodlands-junior.kent.sch.uk/maths/ U3T 3TUhttp://www.learner.org/U3T 3TUhttps://maps.google.com/ U3T 3TUhttp://www.regentsprep.org/regents/math/algtrig/math-ALGTRIG.htmU3T 3TUhttp://www.tessellations.org/index.shtml U3T 3TUhttp://www.nationalstemcentre.org.uk/U3T

Uhttp://www.onlinenewspapers.com/U3T

Main Theme/Concern:

The students after completion of the course gain lifelong benefits, including:

• the development of their mathematical knowledge

• confidence, by developing a feel for numbers, patterns and relationships

• an ability to consider and solve problems and present and interpret results • skills in

communication and reasoning using mathematical concepts

• a solid foundation for further study.

Prior learning:

It is recommended that the learners should have previously studied an appropriate lower

secondary mathematics programme.

Course Description:

Half of the course concerns geometry (coordinate geometry, trigonometry, similarity)

and the other half is less geometric (contains statistics, vectors, functions, sets,

quadratics). However, not wanting the students to just deal with geometry in one

semester (and then forget it), there will be a mix up of both these kinds of topics

throughout the year, to ensure an equal representation of both in both semesters.

Namely, in the first semester, the students will deal with sets, coordinate geometry,

similarity and quadratics, whereas in the second semester they’ll have trigonometry,

functions, vectors and statistics. All in all, after this course they will be ready for the next

2 years of math.

Syllabus aims:

The aims are to enable candidates to:

1. develop their mathematical knowledge and oral, written and practical skills in a way

which encourages confidence and provides satisfaction and enjoyment

2. read mathematics, and write and talk about the subject in a variety of ways

3. develop a feel for number, carry out calculations and understand the significance of the

results obtained

4. apply mathematics in everyday situations and develop an understanding of the part which

mathematics plays in the world around them

5. solve problems, present the solutions clearly, check and interpret the results

6. develop an understanding of mathematical principles

7. recognise when and how a situation may be represented mathematically, identify and

interpret relevant factors and, where necessary, select an appropriate mathematical

method to solve the problem

8. use mathematics as a means of communication with emphasis on the use of clear

expression

9. develop an ability to apply mathematics in other subjects, particularly science and

technology

10. develop the abilities to reason logically, to classify, to generalise and to prove

11. appreciate patterns and relationships in mathematics

12. produce and appreciate imaginative and creative work arising from mathematical ideas

13. develop their mathematical abilities by considering problems and conducting

individual and co-operative enquiry and experiment, including extended pieces of work of

a practical and investigative kind

14. appreciate the interdependence of different branches of mathematics

15. acquire a foundation appropriate to their further study of mathematics and of other

disciplines.

Study Units:

Unit title Brief outline of content Units & Dates

Assessment

Numbers Arithmetic, Facts and Sequences 1st semester End-of-chapter-tests Homework

Approximations and Estimations

Standard Form

Ration and Proportions

Percentages

Speed, Distance and time

Equations Solve using calculator.

Algebra 1 Negative Numbers 1st semester End-of-chapter-tests Homework

Directed Numbers

Formulae

Bracket and Simplifying

Linear Equations

Problem Solving by linear Equations

Simultaneous Equations

Problem Solved by simultaneous equations

Factorising

Quadratics Equations

Problems Solved by Quadratic Equations

Non-Linear Simultaneous Equations

Sets Vectors Sets 2nd semester End-of-chapter-tests Homework

Functions and Logical Problems

Transformations Vectors

Column Vectors

Fucntions

Simple and Combines Transformations

Statistics Data Display 2nd semester End-of-chapter-tests Homework

Mean , Median and Mode

Scatter Graphs

Box and Whisker Plots

Cumulative Frequency

Comparing Data Sets

Probability Simple Probability 2nd semester End-of-chapter-tests Homework

Relative Frequency

Exclusive and Independent Events

Tree Diagrams

Probability from Venn Diagrams

Conditional Probability

Assessment:

Students will be assessed at the end of each chapter (one unit corresponds to one

chapter) with an end-of-chapter test. Also, there will be an exam at the end of each

semester concerning the topics covered since the beginning of the school year.

In addition to this, the students will get homework (for each chapter). Also, a part of the

assessment is the students’ activity in class, willingness to do work and critical thinking.

The final grade will be calculated as follows:

Nature of Assessment Weightage

End-of-chapter tests (average of tests

throughout the year is taken)

10%

End of semesters exams (average of exam at the end of the first semester, and the final exam at the end of the year)

40%

Homework (the average of all homework is

taken)

40%

Attendance and participation

10%

End-of-chapter Test: End-of-chapter tests will be given at the end of each chapter and

will be averaged over the year. Students will be allowed at most a single retake of one

test throughout the course.

End of Semester Exams: One of these exams will be in January and will concern all the

topics covered during the winter semester. The other one will be in June and will be on

the entire material covered during the year.

Homework: At the start of each chapter students will receive homework sheets. The

homework sheets consist of problems from the entire chapter (so homework is given in

advance). They do the homework part by part (as they progress through the chapter). At

the end of the chapter, approximately one week before the end-of-chapter test, the

students turn in the homework, so appropriate feedback can be given and they can

correct their mistakes before the test.

Assessment Objectives:

Mathematical techniques

Applying mathematical techniques to solve problems

Mathematical techniques:

Candidates should be able to:

• organise, interpret and present information accurately in written, tabular, graphical and

diagrammatic forms

• perform calculations by suitable methods

• use an electronic calculator and also perform some straightforward calculations without a

calculator

• understand systems of measurement in everyday use and make use of them in the

solution of problems

• estimate, approximate and work to degrees of accuracy appropriate to the context and

convert between equivalent numerical forms

• use mathematical and other instruments to measure and to draw to an acceptable degree

of accuracy

• interpret, transform and make appropriate use of mathematical statements expressed in

words or symbols

• recognise and use spatial relationships in two and three dimensions, particularly in solving

problems

• recall, apply and interpret mathematical knowledge in the context of everyday situations.

Applying mathematical techniques to solve problems

In questions which are set in context and/or which require a sequence of steps to solve,

candidates should be able to:

• make logical deductions from given mathematical data

• recognise patterns and structures in a variety of situations, and form generalisations •

respond to a problem relating to a relatively unstructured situation by translating it into an

appropriately structured form

• analyse a problem, select a suitable strategy and apply an appropriate technique to obtain

its solution

• apply combinations of mathematical skills and techniques in problem solving

• set out mathematical work, including the solution of problems, in a logical and clear form

using appropriate symbols and terminology.

Instructional Strategies:

Mathematics is a challenging subject for many of the students. At times it might be

frustrating for some, since some topics will be more abstract than others (and thus

students will be less motivated to learn them). However, students will be pushed beyond

what they think they are capable of and as a result they will achieve high (and different)

levels of thinking.

The lesson time is divided into 15-30 minutes of explanations by the teacher and

independent work during the rest of the lesson (during which the some of the students can

get individual help by the teacher).

In the classroom, discussion and asking questions are encouraged. Student work will

sometimes be checked by the students themselves (neighbors will be asked to check

each others’ work, for example), because this way they will experience different points

of view on the topic and can help each other.

Things are explained several times in order to ensure that everyone understands the topic

enough to be able to deal with the basic problems (if not more). At this level, some of the

students firmly believe that they aren’t good at mathematics (which is wrong), so those

opinions will be challenged and those students will be engaged frequently during the

lesson.

9 th

Grade Biology Syllabus

Tearcher: Katarzyna Styrczewska, [email protected]

Resources: Complete Biology for Cambridge IGCSE

Main theme/concern of this course: Characteristics and classification of living organisms,

Organization and maintenance of organisms

Learning goals:

• increase students understanding of the technological world

• take an informed interest in scientific matters

• recognize the usefulness (and limitations) of scientific method, and how to apply this to

other disciplines and in everyday life

• develop relevant attitudes, such as a concern for accuracy and precision, objectivity,

integrity, enquiry, initiative and inventiveness

• develop an interest in, and care for, the environment

• better understand the influences and limitations placed on scientific study by society,

economy, technology, ethics, the community and the environment

• develop an understanding of the scientific skills essential for both further study and

everyday life.

Study Units:

Unit title Brief outline of content Lesson Units &

Dates

Assessment

Characteristics and

classification of living

organisms

- Characteristics of living

organisms

- Concept and use of a

classification system

- Features of organisms

- Dichotomous keys

6 Units

Unit test

Quiz

Homework

Organization of the organism - Cell structure and

organization

3 Units Unit test

Quiz


- Levels of organization

Homework

Movement in and out of cells - Diffusion

- Osmosis

- Active transport

4 Units

Unit test

Quiz

Homework

Biological molecule and

enzymes

- Biological molecule

- Enzymes

3 Units Unit test

Quiz

Homework

Plant nutrition

- Photosynthesis

- Leaf structure

2 Units Unit test

Quiz

Homework

Transport in plants - Water uptake

- Transpiration and

translocation

2 Units Unit test

Quiz

Homework

Human nutrition - Diet

- Alimentary canal

- Mechanical digestion

- Chemical digestion

- Absorption

6 Units Unit test

Quiz

Homework

Transport in animals - Heart

- Blood and lymphatic

vessels

- Blood

4 Units Unit test

Quiz

Homework

Diseases and immunity - Diseases and immunity 2 Units Unit test

Quiz

Homework

Assessment:


Unit test: 35%

Semester exam: 25%

Quiz: 15%

Homework: 10%

Projects: 20%

Semester Exam: at the end of the semester and consist of content from all previous course

units.

Unit test: Unit tests will be given at the end of each unit and will be averaged over the year.

Students will be allowed a single retake of one test throughout the course.

Quiz: The quiz aims to evaluate and support the student’s activity during the leaning course.

Students are writing quizzes from maximum three lessons.

Homework: homework assignment will be in form of answering research questions

Project Based Learning: Students will be given a research question and use secondary

sources to produce their own work offering some of their own insight. The research project

will teach students about referencing as well as finding appropriate sources.

Course: Chemistry Grades: 9 and10 Teacher : Karuna Finch 2 Hrs per week

Course Overview: This syllabus is adapted especially for international students to provide a thorough knowledge and understanding of chemistry and help to develop the skills learners need for their next steps in education or employment. The main aim is to enable learners to:

- take an informed interest in scientific matters and recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in everyday life

- develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness

- develop an interest in, and care for, the environment - better understand the influence and limitations placed on scientific study by society, economy,

technology, ethics, the community and the environment - develop an understanding of the scientific skills essential for both further study and everyday life.

Assessment Overview:

- All students will be assessed through ongoing formatives and summatives through quizzes, presentations, project work, science essays, lab designs, unit tests and exams.

- Students will be assessed for, a. Knowledge with understanding

- Students should be able to demonstrate knowledge and understanding of - scientific phenomena, facts, laws, definitions, concepts and theories,

scientific vocabulary, terminology and conventions (including symbols, quantities and units)

- scientific instruments and apparatus, including techniques of operation and aspects of safety

- scientific and technological applications with their social, economic and environmental implications.

b. Handling information and problem solving - Students should be able, in words or using other written forms of presentation (i.e.

symbolic, graphical and numerical), to: - locate, select, organise and present information from a variety of sources - translate information from one form to another - manipulate numerical and other data - use information to identify patterns, report trends and draw inferences - present reasoned explanations for phenomena, patterns and relationships - make predictions and hypotheses - solve problems, including some of a quantitative nature.

c. Experimental skills and investigations - Students should be able to:

- describe knowledge of how to safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate)

- plan experiments and investigations - make and record observations, measurements and estimates - interpret and evaluate experimental observations and data - evaluate methods and suggest possible improvements.

Detailed Syllabus: Semester One

Grade 9 Grade 10

Unit Unit Objectives Unit Objectives

Experimental Techniques

- Name appropriate apparatus for the measurement of time, temperature, mass and volume, including burettes, pipettes and measuring cylinders

- Describe methods of purification by the use of a suitable solvent, filtration, crystallisation and distillation.

- Demonstrate knowledge and understanding of paper chromatography.

- Interpret simple chromatograms using Rf values

- Describe applications of chromatography in the real-world.

Atoms, Elements and Compounds

- Describe Atoms and Isotopes. - Write electron configurations for

elements 1-20 - Describe the differences between

elements, mixtures and compounds, and between metals and nonmetals.

- Describe the formation of ions.

- Describe the formation of ionic bonds between metallic and non-metallic elements

- Describe the formation of single covalent bonds in H2, Cl2,H2O,CH4,NH3 and HCl.

- Describe metallic bonding.

The Periodic Table

- Describe the Periodic Table as a method of classifying elements and its use to predict properties of elements

- Identify and Explain trends in groups (groups 1,2, 17 and 18) for atomic size and reactivity.

- Describe the transition elements as a collection of metals having high densities, high melting points and forming colored compounds, and which, as elements and compounds, often act as catalysts.

Stoichiometry (The Mole Concept)

- Determine the formula of an ionic compound from the charges on the ions present

- Construct equations with state symbols.

- Deduce the balanced equation for a chemical reaction.

- Define the mole and the Avogadro constant

- Calculate stoichiometric reacting masses, volumes of gases and solutions, and concentrations of solutions in g / dm3 and mol / dm3.

Chemical Reactions

- Describe and explain the effect of concentration, particle size, catalysts (including enzymes) and temperature on the rate of reactions based on Collision Theory.

- Understand that some chemical reactions can be reversed by changing the reaction conditions.

- Use the Le-Chatelier's Principle to predict direction of reaction.

Semester Two:

Chemical Energetics

- Describe the meaning of exothermic and endothermic reactions.

- Draw and label energy level diagrams for exothermic and endothermic reactions

——

Redox Reactions

- Describe redox reactions. - Assign and calculate oxidation

number on elements. - Identify Reductant, Oxidant,

Reducing Agent and Oxidizing agent.

——

Acids and Bases

—— - Define acids and bases in terms of proton transfer, limited to aqueous solutions

- Describe the meaning of weak and strong acids and bases

- Describe the characteristic properties of acids and bases as reactions.

Organic Chemistry

- Name and draw the structures of methane, ethane, ethene, ethanol, ethanoic acid

- State the type of compound present, given a chemical name ending in -ane, -ene, -ol, or -oic acid or a molecular structure

- Name and draw the structures of the branched and unbranched alkanes, alkenes (not cis-trans), alcohols and acids containing up to four carbon atoms per molecule

- Describe the concept of homologous series

Environmental Chemistry

- Describe chemical tests for water using cobalt(II) chloride and copper(II) sulfate

- Name some of the uses of water in industry and in the home

- Discuss the implications of an inadequate supply of water, limited to safe water for drinking and water for irrigating crops

- State that carbon dioxide and methane are greenhouse gases and explain how they may contribute to climate change

- State the formation of carbon dioxide and methane.

- Describe the carbon cycle, in simple terms, to include the processes of combustion, respiration and photosynthesis


Teacher: Alicja Idziaszek-Gonzalez

Subject: Physics

Grade : 9

Textbooks:

Stephen Pole, Complete Physics for Cambridge IGCSE, Third Edition, Oxford

excellence for Cambridge IGCSE.

Websites:

http://www.phet.colorado@edu

Learning goals:

At the end of the school year, we will have looked over some basic concepts of Physics.

We will investigate observable phenomena, forces that govern them, and how these

forces shape Earth and Universe. Energy and matter transfer from one system to another

and how does this transfer relate to motion and momentum.

As they progress, students gain an understanding of how science is studied and

practiced, and become aware that the results of scientific research can have both good

and bad effects on individuals, communities and the environment.

Some questions that we will explore are –

· How do we protect ourselves in a collision?

· What happens when energy moves from one place to another?

· Why don’t we fall through the floor?

· How do we use energy to communicate with each other?

We will use the PhET simulations as virtual experiments, where students are asked to

predict what will happen in the simulation as different parameters are changed. PhET

simulations are online interactive simulations for teaching and learning science. The

simulations emphasize visual models, cause-and-effect relationships, and multiple

representations.

Assessment:

After each chapter, major assessment will take the form of test .Minor assessment will

take the form of general homework and quizzes.

http://www.phet.colorado@edu


A 20% of the grade will come from classroom participation in the form of the student

notebook. Within the notebook, students will complete daily warm-up activities,

classwork activities, and note-taking. Notebook will be collected at random every 2- 3

weeks for grading.


• Unit Tests and Lab Reports 40%

• Homeworks and Quizes 30%

• Participation and Student Notebooks 20%

The final grade is weighted as follows:

• Semester I 40%

• Semester II 40%

• Final Exam 20%

Study units:

Unit title Aims Dates Assessment

Measurements and units

Student will:

• be familiar with the following units: kilogram (kg), meter (m), meter/second (m/s), meter/second2 (m/s2), newton (N), second (s) newton meter (Nm), kilogram meter/second (kg m/s) newton/kilogram (N/kg)

September

test

Motion Students will:

• learn to plot and analyze distance−time graphs.

• know and use the relationship between average speed, distance moved and time taken.

• plot and explain distance−time graphs

• know and use the relationship between average speed, distance moved and time taken

September test


• know and use the relationship between acceleration, change in velocity and time taken

• plot and explain velocity-time graphs

• determine acceleration from the gradient of a velocity−time graph

• determine the distance travelled from the area between a velocity−time graph and the time axis

• use the relationship between final speed, initial speed, acceleration and distance moved

Vectors in physics

Students will:

• understand how vector quantities differ from scalar quantities

• understand that force is a vector quantity

October Quiz

Forces Students will:

• describe the effects of forces between bodies such as changes in speed, shape or direction

• identify different types of force such as gravitational or electrostatic

• calculate the resultant force of forces that act along a line

• know that friction is a force that opposes motion

• know and use the relationship between unbalanced force, mass and acceleration.

• know and use the relationship between weight, mass and gravitational field strength

• know that the stopping distance of a vehicle is made up of the sum of the thinking

• distance and the braking distance

• describe the factors affecting vehicle stopping distance, including speed, mass, road condition and reaction time

• describe the forces acting on falling objects (and explain why falling objects reach a terminal velocity)

• between momentum, mass and velocity:

November – January

Test Lab report


• use the idea of momentum to explain safety features

• use the conservation of momentum to calculate the mass, velocity or momentum of objects

• use the relationship between force, change in momentum and time taken

• be able to describe how to find the center of mass

• know the relationship between the moment, turning force ,and perpendicular distance from the point where the force is applied to the pivot is

• be able to calculate the size of a force, or its distance from a pivot, acting on an object that is balanced

Pressure Students will:

• know how the extension changes with load when a spring is stretched

• know how to obtain extension-load graphs by experiment

• use the equation linking pressure, force, and area

• know how pressure depends on force and area

January- February

Test

Energy Students will:

• know and use the relationship between work done, force and distance moved in the direction of the force

• know that work done is equal to energy transferred

• know and use the relationship between gravitational potential energy, mass.

• calculate gravitational potential energy

• calculate kinetic energy

• understand how conservation of energy produces a link between gravitational potential energy, kinetic energy and work

• describe power as the rate of transfer of energy or the rate of doing work

March- April

Quiz Test Lab report


• use the relationship between power, work done (energy transferred) and time taken.

Thermal effects Students should :

• recognize, use and compare simple diagrams to represent key features of solids, liquids and gases

• know the principles of measuring temperature

• know how gas pressure is caused by momentum changes of particle

• explain why some materials are better thermal conductors than others

• explain what specific heat capacity , specific latent heat of fusion, and specific latent heat of vaporization are and how to measure them

Mai Quiz Test

French

Teacher: Benjamin Parpex

Grade: 9

Materials:

Method:

Panorama Francophone 1

Grammaire progressive du français (provided by the teacher)

Abc_Delf (provided by the teacher)

Apps:

Duolingo

Lingvist

Kahoot

Websites:

Françaisfacile.com

TV5Monde

Gabfle

Course description: The student will be able to understand sentences and a large range

of used expressions related to areas of most immediate relevance (e.g. personal and

family information, shopping, local geography, employment). The student can

understand straightforward factual information about common every day or job

related topics, identifying both general messages and specific details, provided speech

is clearly articulated in a generally familiar accent. Moreover, the student can

understand the main points of clear standard speech on familiar matters regularly

encountered in work, school, leisure etc., including short narratives.

All the skills of the language will be covered in accordance to the European framework:

listening, speaking, reading, and writing. The importance of communication,

interaction and cultural awareness is stressed through a wide variety of activities

(group/pair work, video, audio recordings, computer assignments, etc.). This course is

designed for students who have completed the A2 level through the previous grades.

Project(s)-based learning:

By being a social actor the students will have to accomplish missions in French to

understand that the world is global and French will open new windows and visions.

A penpal will take place during the year. The students will meet French natives during

an afternoon in order to practice their French with young French speakers around

some activities and games. The students will have to use their skills in French in order

to accomplish the projects.

Digital integration: Very often we will use Kahoot at the end of the lessons to check the student’s progress.

Kahoot is an interactive tool which allows students to use their smartphone to

accomplish a digital quiz. An eTwinning project will also be implemented this year, the

students will have the possibility to use digital tools to accomplish a project yet to be

determined.

CEFRL Level: A2 to B1

The student should be able to:

Listening: I can understand the main points of clear standard speech on familiar

matters regularly encountered in work, school, leisure, etc. I can understand the main

point of many radio or TV programs on current affairs or topics of personal or

professional interest when the delivery is relatively slow and clear.

Reading: I can understand texts that consist mainly of high frequency every day or job-

related language. I can understand the description of events, feelings and wishes in

personal letters.

Spoken Interaction: I can deal with most situations likely to arise whilst travelling in an

area where the language is spoken. I can enter unprepared into conversation on topics

that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies,

work, travel and current events).

Spoken Production: I can connect phrases in a simple way in order to describe

experiences and events, my dreams, hopes & ambitions. I can briefly give reasons and

explanations for opinions and plans. I can narrate a story or relate the plot of a book

or film and describe my reactions.

Writing: I can write straightforward connected text on topics, which are familiar, or of

personal interest.

Through the units 3 themes will be studied according to the Ab initio level of IB: each

theme has a list of topics that provide the students with opportunities to practice and

explore the language as well as to develop intercultural understanding.

- Individual and society: Daily routines; education; food and drink; personal

details; appearance and character physical health; relationships; shopping.

- Leisure and work: Employment; entertainment; holidays; media; sport;

technology; transport.

- Urban and rural environment: Environmental concerns; global issues;

neighborhood; physical geography; town and services; weather.

The articulation of those objectives for each skill will appear in the study unit such

as:

Study Units (Book Panorama Francophone)

Unit Aspects covered

Oral skills Written skills

Grammar

0-Révisions (September-October)

All the aspects of the Unit 4-6 from Panorama 1 will be revised by an introduction exam.

All the oral skills of the Unit 4-6 from Panorama 1 will be revised by an introduction exam.

All the written skills of the Unit 4-6 from Panorama 1 will be revised by an introduction exam.

All the Grammar skills of the Unit 4-6 from Panorama 1 will be revised by an introduction exam.

Assessment for the Unit 4-6:

Grammar test Unit test Homework Presentation/project

N/A



Grammar

7- Unit repeated Free time (October-November)

Activities Television Sport Music

Describe activities on a photo

To compare the activities young people like to do in different countries

Qui – Que Verbes + prépositions C’était + adjective Conjunctives

Assessment for the Unit 7:


About the conjunctives

End of unit N/A Based-learning project



Grammar

8- Unit repeated Holidays (December-February)

Entertainments Geography Urban and countryside areas

Describe an image regarding vacations or a landscape

To compare vacations in different countries

Prepositions Comparative Future simple and its irregular verbs



Futur simple End of Unit N/A To mount and book a fake trip in a French speaking country



Grammar

9- Highschool (March-April)

School universe Rules Subjects in school School’s staff School environment

To make a podcast about your favorite subject

To compare the school system in your country and the one from a French speaking country

Ce que – Ce qui Le conditionnel Pouvoir Questions



Conditionnel End of Unit N/A Make a survey about the school in French



Grammar

10- Party! (April-May)

National celebration Celebrations in family National dishes

To make a presentation about a celebration in your country

To compare the celebrations between different cultures

Present continue Devoir/Vouloir/pouvoir Review of passé-composé and impératif


Grammar test

Unit test Homework Presentation/project

Modal verbs End of Unit N/A To lead a presentation about a non-popular celebration

Assessment objectives: There are five assessment objectives for the language ab

initio course. Students will be assessed on their ability to:

1. Demonstrate an awareness and understanding of the intercultural elements

related to the prescribed topics

2. Communicate clearly and effectively in a range of situations

3. Understand and use accurately the basic structures of the language

4. Understand and use an appropriate range of vocabulary

5. Use a register and a format that are appropriate to the situation.

Assessment details:

Exam: after the end of each unit, summary of the objectives covered during

the study unit (40% of the total grade)

Vocabulary or grammar exam: between lessons into the unit. The grammar and

vocabulary will be assessed into each unit (20%)

Presentation: this year the presentation will be about a French speaking

country. In different groups I expect the students to present a French speaking

country. (20%)

Participation/attendance/behavior: because in a language class the

participation and investment is fundamental (learning by doing and practicing).

I will award the students for their participation, interest, attendance and

behavior. (10%)

The homework: will be checked and proofed from time to time (10%)

Assessment summary:

Unit exam : 40%

Presentation : 20%

Grammar and vocabulary tests : 20%

Participation/Attendance/Behavior : 10%

Homework : 10%

Oral exam: From this year an oral exam will occur for each French learner from Gr6 to

12. The most difficult part when it comes to learn a language is the oral production

part. In order to train students to the future oral exams for the IB or High School

diploma, there will be at least once a year an oral exam which will take part as the final

exam in June.

Final Exams:

The final exam for the academic year takes place in June and includes assessment of a

range of skills: vocabulary, grammar, listening and/or reading comprehension and a

longer written statement. The weighting of this exam is 20% of the yearly average.

Semester I 40%

Semester II 40%

Final Exam 20%

INSTRUCTIONAL STRATEGIES: My way of teaching is based on the communicative method in immersion which means that the exchange in the classroom are in French. For example and even with the beginners, I like to make them talk to each other in French. When the students don’t understand, you can draw, find a similar word in French that they also have in the language they speak. It’s also important to start the class with a routine activity (what did you last/next weekend?). The communicative method is very interesting because the students are the actors of their own learning process. For me a successful lesson is when the teacher speaks less and the students more. Each student has to speak as much time possible it’s the reason why role plays are important because it brings the students into diverse contexts where they have to use the language to fill a task. I like to act more as a guide than a “classical teacher”. In the facts, it means that you have to bring the students to the knowledge and not the contrary. When you start a class you have to present first the objective(s) of the lesson and then they have to discover the rules/reach the objective(s) during the activities. For example if the objective of the class is “the future simple”, I will help the students to discover by themselves the structure of the future simple and how to use it with an authentic document (it can be a letter, an article, an audio, depending on the objectives). The students have to be actor of their own learning otherwise if they are passive during the lesson they might not reach the objective(s). There is also another and very important point for me, the atmosphere during the lessons. I really want a positive and nice atmosphere during the lessons, I always do my best for the students to come in my classroom with joy and smile. I always tell them that making a mistake is part of the learning process, I encourage them to try even if

the answer is not the one expected, I will always be encouraging and positive (it motivates the pupils to not be shy to speak). The class must be alive, the activities have to be amusing and stimulating in an interaction context (the exchange during the activities should be in French, between the students and between the students and the teacher). Digital integration: it is very important for the teachers to be aware of the students skills in I.T. For this reason I follow what is happening in this fast developing industry. I am not shy to use apps, websites, games during the lessons to make it more interactive, to open the classroom and to motivate the students to learn or use what they are learning to fill some activities on the computer in the language.

German

Teacher: Monika Michałowska

Grade: 9

Materials:

Textbooks: Meine Welttour 1 text- and workbook

Apps:

• Duolingo

• Quizlet

• Kahoot

Websites:

• zdf.de

• Goethe.de

• DW.com

Course description: The aim of the course is to further expand the students’ knowledge

about the German language and culture. After the course the students will be able to

understand sentences and a large range of used expressions related to areas of most immediate

relevance (e.g. personal and family information, shopping, local geography, employment).

The students will understand straightforward factual information about common every day

topics, identifying both general messages and specific details, provided that speech is clearly

articulated in a generally familiar accent. Moreover, the students will understand the main

points of clear standard speech on familiar matters regularly encountered at school, leisure

etc., including short narratives.

All language skills, namely listening speaking, reading and writing will be covered in

accordance with the Common European Framework of Reference (CEFR). The importance of

communication, interaction and cultural awareness will be stressed through a wide variety of

activities (group/pair work, video, audio recordings, computer assignments, etc.).

Due to the fact that the group is varied in terms of their level of language competence, the

more advanced students will get extra vocabulary/grammar activities in addition to activities

done with the whole class.

Project(s): In the course of the year the students will do presentations on various topics

related to some of the studied units. The presentations will usually occur towards the end of

the unit and will constitute an important part of the assessment. The students will also write

different forms of texts, i.e. letter, message, description, announcement.

Apart from presentations and written assignments the students will take part in a project on

the eTwinning platform. The topic of the project will depend on the students’ needs and will

be specified in the course of the year.

Project-based learning: The Menu Project

In this project, students play the role of a restaurant owner who needs to develop and create a

menu for his/her restaurant established in one of the German-speaking countries. Their menus

must have at least five categories, and twenty-five items, all authentic dishes of the target

culture. Students must decide on an appropriate name, create an address, phone number,

website and twitter account name, consistent with examples they find on-line from authentic

restaurants of the target culture. Their menu items must be priced in the local currency,

converted in an appropriate manner for the target culture. The students then do a speech either

in small groups or for the whole class in which they speak to the group as the restaurant

owner, suggesting good dishes, speciality items, etc. They must say at least 15 sentences, and

can present live or on video.

CEFRL Level: A2 – B1

The student should be able to:

Listening: The students can understand the main points of clear standard speech on familiar

matters regularly encountered in work, school, leisure, etc. They can understand the main

point of many radio or TV programs on current affairs or topics of personal or professional

interest when the delivery is relatively slow and clear.

Reading: The students can understand texts that consist mainly of high frequency every day

or job-related language. They can understand the description of events, feelings and wishes in

personal letters.

Spoken Interaction: The students can deal with most situations likely to arise whilst

travelling in an area where the language is spoken. They can enter unprepared into

conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g.

family, hobbies, work, travel and current events).

Spoken Production: The students can connect phrases in a simple way in order to describe

experiences and events, their dreams, hopes and ambitions. They can briefly give reasons and

explanations for opinions and plans. They can narrate a story or relate the plot of a book or

film and describe my reactions.

Writing: The students can write straightforward connected text on topics, which are familiar,

or of personal interest.

Study units:

Unit Aspects covered Oral skills Written

skills

Grammar

Unit 1

Bildung auf

der Welt

1-10

(September-

middle of

Hurra, ich gehe in die

Schule!

Mein Stundenplan ist

ganz gut.

Lernen macht Spaß.

Hörtext Schule auf

dem Wasser.

Types of

schools,

expressing

opinion about

school and

classmates,

school

subjects,

giving basic

Writing an

email.

Modal verbs

müssen, können,

mögen, wollen,

dürfen, sollen in

Präsens. Negation

kein in the

nominative and

accusative case.

October) Grammatik. information

about school,

class and

school items,

school

subjects,

talking about

subjects

which a

student is

good/bad at.

Assessment

for the Unit

0-1:

Grammar/Vocabulary

quiz


Quiz on modal verbs. Unit test 1 N/A Presentation

„Bildungssystem in

Deutschland”


skills

Grammar

Unit 2

Alltag in der

Welt

1-10

(middle of

October-

November)

Was machst du gern

am Nachmittag?

Mein Alltag ist ganz

okay!

Alltag im Shaolin-

Kloster – ein hartes

Leben.

Ich interessiere mich

für Tanzen – Hörtext

Breakdance.

Grammatik.

Talking about

daily routines,

giving time

officially and

unofficially,

interests/hobbys,

asking for

permission,

negotiating.

Describe

your daily

routines.

Inversion in

questions, irregular

verbs fahren, lesen,

sehen, treffen,

schlafen, waschen,

sprechen, essen in

Präsens, reflexive

verbs, verbs with

separated prefixes.

Assessment

for the Unit

0-2:

Grammar/Vocabulary

quiz


Quiz on conjugation

of the verbs.

Unit test 2 N/A Project Alltag einer

bekannten Person


skills

Grammar

Unit 3

So schmeckt

die Welt

1-10

(December

–January)

Wie frühstückt die

Welt?

Was isst du zu

Mittag?

Ich habe Hunger! – Im

Restaurant.

Was kostet ein Stück

Torte? – Hörtext

Mythos Sacher.

Grammatik

Names of food

products, talking

about eating

habits in

different parts of

the world, giving

opinion about

dishes,

discussing

flavors, ordering

a meal in a

restaurant,

asking/informing

about the price.

Writing a

menu, blog

entry.

Impersonal pronoun

man, composita,

adverb gern,

irregular verbs

nehmen, möcht… in

Präsens

Assessment

for the Unit

0-3:

Grammar/Vocabulary

quiz


Quiz on names of

products.

Unit test 3 N/A Genre scene Im

Restaurant

Unit Aspects

covered

Oral skills Written

skills

Grammar

Unit 4

Gesundheitswelt

1-10

(February –

March)

Europa lebt

gesund.

Was tut dir

weh?

Beim

Hotelarzt.

Gesund im

Urlaub –

Hörtext

Reiseapotheke.

Grammatik

Describing

healthy lifestyle,

body parts,

illnesses, giving

advice about

health

Writing an

email.

Irregular verbs

halten, tun in

Präsens, personal

pronouns in the

dative case,

imperative

Assessment for

the Unit 0-4:

Grammar/

Vocabulary

quiz


Quiz on

imperative

Unit test 4 N/A Genre scene Beim

Arzt


skills

Grammar

Unit 5

Adresse:

Weltallee 5

1-10

(April-middle

of May)

Meine Personalien.

Wohnst du in einem

Haus oder in einer

Wohnung?

Wo? – Auf dem

Tisch!

Wo und wie wohnen

Millionäre? – Hörtext

Luxusimmobilien.

Grammatik.

Giving

personal

information,

names of

rooms in a

house,

describing a

house/flat,

items/pieces

of furniture,

location

Writing a

description

of a room.

Ordinal numbers,

definite and

indefinite articles in

the dative case,

prepositions with

dative and accusative

used for location

Assessment

for the Unit

0-5:

Grammar/Vocabulary

quiz


Vocabulary quiz on

pieces of futniture

Unit test 5 N/A Presentation Mein

Traumhaus, Genre

scene Interview


skills

Grammar

Unit 6

Reisen um

die Welt

1-10

(middle of

May – June)

Auf Regen folgt

Sonnenschein – rund

um das Wetter.

Wohin fährst du in

den Sommerferien?

Alle Wege führen

nach Rom.

Wassersportparadies –

Hörtext Urlaub im

Canun.

Describing weather,

names of weather

seasons and months,

travel destinations,

public transportation

Writing a

postcard.

Impersonal

pronouns es,

prepositions

with dative

and

accusative,

questions

with wo? And

wohin?,

personal

pronouns in

accusative

Assessment

for the Unit

Grammar/Vocabulary Unit test Homework Presentation/

Assessment details:

Unit tests after each unit. Before the test there is a review lesson. Students are informed a

week before about the date of each unit test. Students will be allowed a single retake of each

test with grade F or D.

Should a student be absent on a test, he/she has to bring an excused note to school and write

the test on the first lesson when he/she is present. If absences are longer than a week due to

illness or other important reason, the student is writing the test on the date set together with a

teacher.

Presentations/Projects: In the course of the year the students are receiving their marks on the

basis of presentations and projects that they prepare.

Grammar/vocabulary quizzes: Students are writing quizzes from maximum three lessons,

the pop quizzes are also possible. There are no ‘requizzes’, but the students will have plenty

of other possibilities to improve their grade, for instance by answering orally from the next

lesson or making a poster.

Active participation: Students are rewarded for showing interest and active participation in

class. Students are collecting “+”, but also “-“. Five pluses are converted into A, three

minuses are converted into F.

Homework: Students are supposed to do their homework, which will be supervised at the

beginning of each lesson.

The semester grade will be calculated as follows:

• Unit exam : 40%

• Presentation : 20%

• Grammar and vocabulary quizes : 20%

• Participation/Attendance/Behavior : 10%

• Homework : 10%


• Semester I 40 %

• Semester II 40%

• Finals 20%

0-6 quiz project

Quiz on preposition

with dative and

accusative

Unit test 6 N/A Presentation

Meine

erwünschten

Sommerferien

Instructional strategies:

In my teaching I follow the communicative approach which is based on the idea that learning

language successfully comes through having to communicate real meaning.

During my German class I communicate with students only in German and I expect

students, even those who have just started learning this language, to give simple replies in

German. In case of new words, I do not just provide their English equivalents, but try to elicit

from students their meaning.

Each of my classes is structured in a very distinctive way. In the beginning homework

is being checked and new words as well as structures from the previous lesson are revisited. It

is also in the beginning of the class that I try to provide my students with as many possibilities

to speak as possible. I ask them routine questions (i.e. What did you do over the weekend?) or

introduce a game as part of warm-up before the exact lesson starts. I always emphasize to my

students that they should not be afraid of making mistakes as they are an inevitable part of

learning a foreign language.

To make my class more attractive to students, I try to implement and use digital

learning materials i.e. apps for learning vocabulary or games. As part of my teaching I

encourage students to listen to the radio and watch movies/TV series in German as I believe

that regular exposure to the real language can speed up the learning process and make it more

effective.

General Syllabus: PSL Grade 9, 2019/20

Teacher: Katarzyna Kilijanek, [email protected],

Materials: Books: “Hurra po polsku 1"podręcznik gr.A0/ A1

“Hurra po polsku 1 i 2" zeszyt ćwiczeń gr A1

Poems: Cz.Miłosz, W.Szymborska, ks. J. Twardowski

Films: "Niezwyciężeni:, "Prosta historia", "Kamienie na szaniec",

"Niezniszczalni"

Main theme/concern of this course: Nauka języka polskiego, 2 godz.tygodniowo

Course description: Cele ogólne

Głównym celem nauczania języka polskiego jako obcego jest przygotowanie osoby

obcojęzycznej do poprawnego komunikowania się po polsku, czyli do rozumienia mowy ze

słuchu i do mówienia ze zrozumieniem.

Uczniowie powinni nauczyć się opisywać, interpretować, oceniać i stosować zdobytą wiedzę.

Rozwój osobisty odbywa się w sferze duchowej, moralnej, społecznej i kulturowej. Wiąże się

on ze świadomością właściwych zachowań, rozumieniem środowiska, w którym uczniowie

żyją i pracują oraz rozwojem ich osobowości.

Te dwa cele są nierozdzielnie kultywowane w kontekście coraz większej wrażliwości na

bogactwo kultur europejskich. Ta wrażliwość i doświadczenie w dzieleniu wspólnego

europejskiego życia powinny doprowadzić uczniów do poszanowania tradycji każdego

państwa europejskiego oraz zachowania własnej tożsamości.

Learning goals: Cele szczegółowe

Szczegółowym celem nauczania języka polskiego jako obcego jest przygotowanie osoby

obcojęzycznej do opanowania poprawnego komunikowania się po polsku. Opanowanie

języka mówionego musi się łączyć z opanowaniem języka pisanego. Intensywnym

ćwiczeniom w rozumieniu i mówieniu powinny towarzyszyć ćwiczenia w czytaniu i pisaniu.

Uczeń musi opanować zarówno oficjalną, jak i nieoficjalną odmianę języka polskiego.

Tematyka

1. Prezentacja: imię i nazwisko, wiek, narodowość, język, zawód/zajęcie, miejsce

urodzenia, pracy, zamieszkania, szkoła, wykształcenie, rodzina.

2. Człowiek: wygląd i charakter.

3. Mieszkanie: dom, rodzaje pomieszczeń, wyposażenie.

4. Praca i szkoła: czas pracy lub nauki, wakacje, urlop.

5. Instytucje użyteczności publicznej i ich położenie: bank, restauracja, kawiarnia,

stołówka, bar, apteka, muzeum, kościół ...

6. Codzienne czynności.

7. Zegar, kalendarz, pory dnia.

8. Zakupy: nazwy produktów żywnościowych, kosmetyków, odzieży.

9. Usługi: fryzjer, fotograf, restauracja, kawiarnia ...

10. Komunikacja: środki transportu, bilety, rozkłady jazdy, informacja, dworzec, przystanek,

postój.

11. Zdrowie i choroba: samopoczucie, wizyta u lekarza, podstawowe leki.

12. Środowisko naturalne: pogoda, rośliny, zwierzęta.

13. Czas wolny: hobby, zainteresowania, rozrywka.

14. Najważniejsze święta w Polsce i zwyczaje z nimi związane.

Study Units:

Unit title Aims/Cele Dates/Lesso

n Units

Assessment/Ocenianie

Jakie masz

plany?

Rzeczownik

Rodzaj

rzeczownika.

Przymiotnik.

Rodzaj

przymiotnika.

Czasownik,cz

asy.

Wyrażanie preferencji, negacji,uznania,

relacji czasowych – przyszłość,

planowanie, wyrażanie życzenia,

użycie trybu przypuszczającego.

Częsci mowy w j. polskim.

Poznawanie nazw własnych,

przedmiotow, osob, rzeczy, okreslanie

rodzaju: ten/ta/torzeczowników z

przymiotnikami, liczba pojedyncza i

mnoga.

Zadawanie pytań, przedstawianie się.

Pytanie o wiek, informacje o rodzinie

Zawody i zajęcia.

Wrzesień,

Pażdziernik,

Listopad-

powtórzenie

wiadomości

umiejetności

z klasy 8.

Czy znam części mowy?-

test.

kartkówka;odmiana

rzeczowników.

Czytanie na ocenę – tekst

literacki.

Moje pasje -plakat

sprawdzian:czas przyszły

czasownika.

Zwyczaje i obyczaje-

święta w Polsce i na

świecie-prezentacja

multimedialna.

Liczebniki

główne i

prządkowe.

Czas ,

godzina,

minuta, zegar,

kalendarz

Zapisywanie daty i

godziny.Umiejętność usytuowania

czynności i wydarzeń

w czasie, poslugiwania się zegarem,

Listopad Test : liczebniki.

Projekt: tworzymy

kalendarz szkolny,

sprawdzian: Która

godzina? - oficjalnie i

nieoficjalnie.

Polska od

kuchni

Wyrażanie upodobania,

zachęcanie,przekonywanie.Kuchnia,

przepisy,diety,tradycyjne potrawy-

umiejętność rozróżniania. Czasowniki

w opowiadaniu ustnym.

Styczeń Projekt : Moje menu.

Sprawdzian- czasownik.

Projekt: Sporty zimowe.

Sport to

zdrowie

Umiejętnoścopowiadania o sposobach

spędzania czasu wolnego.Poznawanie

dyscyplin sportowych i ich zasad.

Wytażanie opinii i preferencji.

Luty, Marzec Projekt: Dyscypliny

sportowe - plakat,

prezentacja.

Emocje i

uczucia-opis

przeżyć.

Dorosłość,

dojrzewanie.

Wyrażanie emocji i uczuć,

wzbogacanie słownictwa dotyczącego

dorastania, przeżyć, uczuć.

Rutyna dnia codziennego, codzienne

czynności.

Zegar, kalendarz, pory dnia, roku

Kwiecień,

Maj

Test: kim jesteś, jaki

jesteś- portret

psychologiczny.

Test :pory dnia i roku.

Plan zajęć -projekt.

To już było-

wyrażanie

relacji

czasowych,

czas przeszły

i przyszły

prosty

Wyrażanie relacji czasowych-aspekt

przeszłości i terażniejszości, używanie

nazw miesięcy w miejscowniku,

wyrazanie relacji godzinowych od-do,

o... stosowanie okoliczników

czasu.Analiza fimu "Prosta historia"

Maj,

Czerwiec

Test z czasownika ,

aspekt,

prezentacja:

Streszczenie/recenzja

filmu z użyciem czasu

przeszłego/przyszłego.

*Co będzie?

Kim zostanę

w

przyszłości?

Wyrażanie preferencji, negacji,uznania,

relacji czasowych – przyszłość,

planowanie, wyrażanie życzenia,

użycie trybu przypuszczającego

Czerwiec Test: jakie masz plany?,

sprawdzian słownictwo:

czas przyszły prosty i

złożony.

*materiał

rezerwowy

Assessment/Ocenianie: Ocenianie jest procesem zarówno kształtującym jak i podsumowującym. Ocenianie kształtujące jest

procesem ciągłym, dostarczającym informacji na temat nauki ucznia. Powinno być podstawą dalszego

rozwoju i odgrywa ważną rolę w dostarczaniu uczniom, rodzicom i władzom szkoły informacji na

temat nauczania. Ocenianie nie zawsze musi wiązać się z nagrodą w postaci oceny, ale także nie

powinno być karą, powinno jedynie oceniać wyniki i dokonane postępy. Nauczycielowi ocena

wyników nauczania daje możliwość weryfikacji celów, metod i efektów prowadzonego

nauczania.Ocenianie podsumowujące daje pełny obraz wiadomości i umiejętności posiadanych

przez uczniów w danym momencie.

Należy stosować następujące, ogólne zasady oceniania:

• Wyniki powinny odzwierciedlać osiągnięcie przez ucznia celów zawartych w

programie;

• Ocena musi być związana z wysiłkiem ucznia włożonym podczas lekcji;

• Wszystkie rodzaje prac ucznia wykonywane w trakcie nauki powinny być oceniane –

np. wypowiedzi ustne i pisemne, testy, zadania praktyczne;

• Uczniowie powinni wiedzieć, jaką pracę muszą wykonać i jakie standardy osiągnąć na

każdą ocenę ze skali ocen;

Ocena semestralna:

Czytanie ze zrozumieniem i słownictwo 20%

Prace pisemne i prezentacje 30%

Sprawdziany gramatyczne 20%

Prace domowe i testy/kartkówki 20%

Aktywność i udział w zajęciach 10%

Oceny : A, B, C, D, F

Oceny dodatkowe: +, -, naklejki

Final Exams: Końcoworoczny egzamin odbywa się w czerwcu i obejmuje zakres

umiejętności: słownictwo, gramatyka, czytanie ze zrozumieniem raz dłuższą wypowiedź

pisemną. Ocena z tego egzaminu to 20% ze średniej rocznej.

Semestr I 40%

Semestr II 40%

Finals 20%

Instructional strategies: Język polski to przedmiot, którego uczniowie uczą się

wielowymiarowo, przez zabawę, czytanie tekstów, instrukcji, kart pracy, opowiadań, przez

słuchanie różnych rodzajów tekstów użytkowych; nauczyciel powinien wykorzystywać w

procesie nauczania różnego rodzaju materiały z życia codziennego: teksty piosenek,

ogłoszenia prasowe, napisy towarzyszące nam na ulicach, w instytucjach (typu: Palenie

zabronione. Zaraz wracam.), reklamy, druki urzędowe itp.

Na zajęciach powinien zabrać głos każdy z uczniów, a metody i techniki pracy nauczyciala

mają na celu aktywizować całą grupę

Głównym atutem nauki jest pojęcie "uczymy się przez zabawę". Dokładamy wszelkich starań,

aby upewnić się, że uczniowie śmiejąc się i bawiąc, rozważają wszelkie pytania, zagadnienia,

podają są wspólne odpowiedzi, mogą konkurować w przyjazny sposób, pracować w

grupach i z radością przychodzić do klasy.

Teacher: Magdalena Bońkowska (e-mail:

[email protected])

Subject: Art

Grade : 9

Unit title Aims Dates/Lesson

Units

Assessment

Drawing Student will explore and develop such

drawing techniques and materials as:

oil and soft pastels; pencils; crayons;

markers; wash drawings (water-soluble

markers and water); crayon and paint

resist; pen and ink; calligraphic lines;

scratch board; charcoal; and computer

graphics

Focus: anatomy and body in Art; realistic

and satirical images – portraits, caricatures,

cartoons inspired by modern art and pop

art; “funny” drawings used in commercials;

body as canvas – designing a tattoo, jewelry

inspired by art from various cultures, f. e.,

African and Latino Art; famous building and

places around the world

Sep-Oct

Units: 16

Practice

(whole year)

Sketchbook – art journal

(for individual and team

work)

Daily artworks & art

projects

Responding about art -

presentation (written,

electronic, oral or virtual)

Homework (research,

entries in the process

journal)

Quizzes, short tests

Painting Student will explore and develop such

painting techniques as: finger paints;

tempera paint and brushes on various

surfaces (e.g., different papers, fabrics);

background treatment; acrylic and water

color paints and associated, advanced

techniques; paint paper, board, and cloth

surfaces with various media, including

fabric dyes; large and small brushes, rollers

and assorted painting tools; color mixing:

secondary and tertiary colors; color values

and intensity gradations

Focus: artworks inspired by Modern Art

Movements – action and color field

painting; street art; painting movie and

literature characters – icons in culture; pop

cultural paintings; everyday life objects,

nature and animals; painting as emotional

expression – realistic vs. abstract painting;

outdoor painting

Nov-Dec

Units: 14

Collage/Mosaics Student will explore and develop such January

techniques and materials as: assemble and

glue cut, torn, or found shapes or objects,

papers, fabrics, natural and manufactured

materials and objects; relief assemblages;

collage (e.g., tissue paper, fabric, natural

and manufactured objects; unusual media;

collage extended to 3-D objects); paper

mosaics, images, building patterns

Focus: Being inspired by pop art,

minimalism, op art and present post-

modern art; geometry, symmetry and

mathematical skills present in mosaics and

collages; commercial collages; the social

and political meaning of art; using collage

technique in creating journals and diaries

Units: 6

Printmaking/

Rubbing

Student will explore and develop such

materials and techniques as: stamping,

imprinting, monoprinting; texture rubbing;

stencil techniques; polystyrene foam tray

relief printing – apply and roll paint or ink

and pull prints by hand; simple printing

press

Focus: the prints used in pop art; creating

and copying the images of characters used

in pop art, printing and stamps in

advertisement; stamps and prints used as a

propaganda technique; oriental vs.

minimalistic stamp making

February

Units: 4

Modelling/

Pottery


techniques and materials as: using

modeling clay (commercial or homemade)

and clay tools (e.g., pinching, squeezing,

squashing, pulling, and rolling clay,

decorating); 2-D and 3-d modeling clay

images and figures for claymation; adding

texture and detail; abstract sculpture or

relief titles; hand-built clay vessels

Focus: Clay figures inspired by pop art and

minimalism; clay famous buildings and

people images; clay characters from

famous fairy tales and cartoons; simple

geometrical models inspired by op art

March

Units: 8

Sculpture/

Dioramas/


techniques and materials as: papier-mâché

techniques; found objects transformation;

April

Architecture/

Applied design

natural materials; paper or cardboard

sculptures; scale models and models of real

or imaginary spaces and places (built on a

flat surface or inside a 3-D form; drawings,

floor plans, models of structures and

buildings; applying traditional approaches

to media and design to own work;

beadwork, jewelry, interior design,

functional objects; integrating traditional

and personal design elements into own

work (e.g., studying cultural symbols)

Focus: designing and building a model of

minimalistic house; buildings inspired by

modern architecture; designing and making

a piece of African or Latino jewelry;

designing a tattoo and other elements of

decorating the body; using papier-mâché

technique in designing pop art famous or

iconic characters; designing a functional

object decorated in a way expressing

various cultures – decorative art vs.

minimalism (the concept of Scandinavian

lagom and hygge used in art); origami

Units: 8

Photography/

Video


techniques and materials as: proper care

and handling of camera; viewfinding;

techniques for using a still camera (digital

and/or analogue); creating storyboard;

managing and editing digital files; printing

(digital) and caring for photographs; using a

video camera and managing/editing own

video files

Focus: magazine and fashion photography,

f. e., being inspired by Annie Leibovitz; the

concept of a “model” in art; music videos

and movie trailers

May

Units: 8

Textiles/Mixed

Media/Graphic

Design and

Book Craft/New

Media


techniques and materials as: weaving,

appliqué, quilting, wearable art; dyeing

techniques: batik, printing and painting on

clothes; found and recycled materials;

combination of different installation art;

kinetic art, performance and conceptual

art; zigzag, single-signature, altered, cloth-

bound hardcover single-signature books;

single-page layout of text and image; being

June

Units: 8

inspired by artists pushing boundaries and

using unexpected materials for artistic

expression

Focus: being inspired by modern art;

playing with the concept of pop art and

“lack of boundaries” in fashion; animated,

minimalistic and optical art in bookmaking

using geometrical figures and patterns;

designing a poster advertising an event,

f. e., a concert, a school play, a field trip, a

birthday party etc. or “taking action” – a

charity event etc.

Art History Focus - Modern Art movements:

Action Painting

Color Field Painting

Pop Art

Minimalism

Op Art

Present Post-Modern Art

Sep-June

(whole year)

Assessment:

The course is built on the project-based learning (both team and individual) – creating an artwork as

a project. Major assessment will take the form of a sketchbook as an art journal (for individual and

team work), daily artworks & art projects (individual and team work) and responding about art - a

presentation.

Possible formats for the presentation are divided into four main areas: written, electronic, oral and

visual.

FORMAT LENGTH

WRITTEN 2,500 – 3,500 marks

ELECTRONIC (website, blog, slide show)

2,500 – 3,500 marks

ORAL (podcast, radio broadcast, recorded)

7 – 12 minutes

VIRTUAL (film) 7 – 12 minutes

Minor assessment will take the form of a homework (research, entries in the art journal), quizzes and short tests.


Daily artworks & art projects 40% Homework, Quizzes and Short tests 15%

Sketchbook – art journal 20% Participation (involvement, behavior, attendance)

10%

Presentation 15%

Major assessment will receive a letter grade: A+, A, B+, B, C+, C, D, F

Minor assessment will receive a check grade: √+, √, √-, X (incomplete)

Materials:

Various materials will be prepared by the teacher and send to the students on ManageBac or

presented during the classes.

Books: E.H. Gombrich The Story of Art, Phaidon, 2016; The Art Book: New Edition, Phaidon, 2018;

Julius Wiedemann (ed.) Illustration Now! Portraits, Taschen Bibliotheca Universalis, 2012.

Websites: www.slideshare.net, www.pinterest.com

http://www.slideshare.net/

General Syllabus: Physical Education Grade 9,

Teacher: PE teachers

Materials: Gym, sport equipment

Main theme/concern of this course: Improving sport skills.

Course description:

During PE course our students learn new movements; new sport disciplines as well as improves skills

and abilities that they learn before. We also put strong effort on opportunities for students how they

can act not only on PE lessons at school but how to spend active time after school to improve their

health, and get new skills.

All our students during course will get knowledge how to do sport active and effective, how to take

care of their bodies, and prepare to sport activities. All students will know basic rules how to do

proper warm up, and how to do sport safe to have fun from it.

Every year we develop new elements in track and field, basketball, volleyball, handball, football,

gymnastics and healthy life style. Crossing disciplines gives us a big chance to have students more

agile and flexible to learn from easy elements to the hard ones in next years. We will also teach how

to be a judge during team game. Yearly we have 60 hours of PE.

5 learning goals:

• Team games: Basketball, Volleyball, Football, Handball,

• Individual coordination and fitness

• The spirit of competition

• Teamwork and fair play

• Healthy life style

Study Units:

Unit title Brief outline of content Lesson Units Assessment

Basketball Students know all from MS and learn about rules and

Two terms Students grade will depend

on their progress and

tactics: fast attack, defense, attacking with advance, defending in advance, defending one on one, rules of the game to become a referee.

engagement, during whole

time, students will be able to

demonstrate their skills

during the real game. And

student will be able to

organize the game and be a

referee of the game. The

spirit of competition.

Teamwork and fair play.

Volleyball

Students know all from MS and learn about rules and tactics: defending, blocking, attacking from sides of pitch and middle, attacking from second line, knowing rules to become a referee.












Football Students know all from MS and learn about rules and tactics: fast attack, defense, attacking with advance, defending in advance, defending one on one, rules of the game to become a referee.












Handball Students know all from MS and learn about rules and tactics: fast attack, defense, attacking with advance, defending in advance, defending one on one, rules of the game to become a referee.












Competition and

Teamwork

Students will: focus on the knowledge gained from all the sports they have practiced, what the games teach about competition and teamwork.

During every

PE lesson.

Observations, talks, students

own reflections.

Healthy life style Students will do: presentation about healthy eating, importance of warm up before doing sport, why sport is important, what is fitness...

5 hours This is students own work

will be for higher grade then

A. Individual coordination

and fitness.

Lesson units depends on students needs, if some things takes longer time we are giving more lesson

units.

Assessment: Students will be monitored for their attendance and effort during the lesson time.

At the beginning of each course will be small activity test as well as at the end to see progress of each

student.


Attendance 50%

Effort 20%

Progress 10%

Behavior 10%

Knowledge 10%

Assessment criterion:

The physical education grade is influenced by elements such as posture, student activity during

classes, attendance, preparation for the lesson and effort (activity) by the students in fulfilling the

obligations arising from the classes.

Prepared for the class:

Comes to the gym/swimming pool on time

Have appropriate gym clothes (t-shirt, shorts, gym shoes - changed), swimming (swimsuit, swimming

cap, swimming goggles, slippers, towel)

Participation and effort:

Join in all activities and active participation in classes

Tries to do the tasks as best as student can do

Abides by the rules and obligations

Progress during the lesson throughout the year

Attitude and behavior:

Listen and follow the instruction given by the teachers

Cooperates with other students

Use appropriate language during the lesson

Respect other students and teacher

Demonstrates fair play during the lesson

Additional:

Student can be unprepared three/ four times for lesson (this should be reported to the teacher

before PE)

* Classes that have PE or SWIMMING or TENNIS one times per week can be unprepared THREE

times

* Classes that have PE or SWIMMING or TENNIS two times per week can be unprepared

FOUR times

Students who are excused from PE must write one essay each month (topics will be given by the

teacher) to get the final grade.

If student was unprepared more times than foreseen and would like to raise his / her grade he can

do it at the end of the semester by writing an essay.

FOR GRADE A+ (6)

Student takes part in extracurricular activities and achieve good results that can show us their

medals/diplomas/cups and represents schools in sport competitions

International American School of Warsaw Syllabus …...Attendance: Students are expected to adhere...

Documents

Transcript of International American School of Warsaw Syllabus …...Attendance: Students are expected to adhere...